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Authoring STEM Identities through Intergenerational Collaborative Partnerships
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Rodriguez, Laura; Campbell, Todd; Volin, John C.; Moss, David M. – International Journal of Science Education, Part B: Communication and Public Engagement, 2023
Our multiple case study addresses the lack of opportunities many people have developing positive identification with STEM (science, technology, engineering, math) fields by investigating STEM identity authoring in three intergenerational collaborative partnerships. Adult and teen partners participated in two-day workshops learning conservation…
Descriptors: STEM Education, Adults, Self Concept, Individual Development
Assessing STEM Identities in Intergenerational Informal STEM Programming
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Rodriguez, Laura; Campbell, Todd; Volin, John C.; Moss, David M.; Arnold, Chester; Cisneros, Laura – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2021
This research analyzed two years of data from a 5-year NSF-funded informal STEM (science, technology, engineering, and mathematics) program. Our program aims to support development and maintenance of STEM identities in intergenerational teams learning geospatial technologies and conservation science to develop and implement community land-use…
Descriptors: STEM Education, Self Concept, Informal Education, Identification (Psychology)
Older Adult Entrepreneurs as Mentors of Young People Neither in Employment nor Education and Training (NEETs). Evidences from Multi-Country Intergenerational Learning Program
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Santini, Sara; Baschiera, Barbara; Socci, Marco – Educational Gerontology, 2020
Population aging is exacerbating the loss of competences in the workforce and simultaneously young people neither in employment nor in education and training (NEETs) are struggling to be reengaged in employment. These issues, which are deemed priorities for the European policy agenda, could be addressed by triggering active aging dimensions,…
Descriptors: Older Adults, Entrepreneurship, Mentors, Out of School Youth
Intergenerational Service-Learning, Sustainability and University Social Responsibility: A Pilot Study
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Arcos-Alonso, Asier; Ortega, Ángel Elías; Arcos Alonso, Ander – Cypriot Journal of Educational Sciences, 2020
This paper presents a study of university social responsibility (USR), carried out through an innovative educational action. The students of the studied classrooms in the University of the Basque Country (UPV/EHU) collaborated with a social entity Emmaus Social Foundation dedicated to environmental sustainability, social justice and the social and…
Descriptors: Foreign Countries, Social Responsibility, College Students, Social Justice
Becoming a Member of the Classroom: Supporting Children's Participation as Informants in Research
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Breathnach, Helen; Danby, Susan; O'Gorman, Lyndal – European Early Childhood Education Research Journal, 2018
Engaging with children as research informants and supporting their participation in research is increasingly recognised as valuing children's views on matters that affect them. Less attention, however, is given to the ways in which children co-construct and manage their participation in child-researcher interactions. Drawing on sociology of…
Descriptors: Classroom Techniques, Student Participation, Participatory Research, Ethnography
Working Life Changes and Training of Older Workers. Research Report.
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Tikkanen, Tarja; Lahn, Leif Christian; Withnall, Alexandra; Ward, Peter; Lyng, Kolbein – 2002
WORKTOW was a multidisciplinary action research project carried out in 27 small and medium-sized enterprises in the United Kingdom, Finland, and Norway. The main focus was on the learning of workers aged 45 and older. In-depth case studies were conducted in all three countries involving a range of learning interventions. Results showed age was not…
Descriptors: Action Research, Adult Education, Adult Learning, Age Differences